LA FORMAZIONE PLURILINGUE DI OPERATORI DELLA RISTORAZIONE E DEL TURISMO: ASPETTI METODOLOGICI E COMPITI DIDATTICI PER LA TELECOLLABORAZIONE
DOI:
https://doi.org/10.54103/2037-3597/27899Abstract
Questo contributo si propone di presentare un progetto, dedicato agli operatori del settore turistico, che combina l’intercomprensione orale con il Teletandem. Inoltre, mira a discutere le scelte metodologiche che hanno guidato la creazione di un syllabus task-based per la formazione linguistica in contesti professionali e a fornire strumenti operativi per stimolare i docenti a sperimentare in classe attività comunicative autentiche e aperte al plurilinguismo. L’elaborazione del syllabus è stata guidata dai descrittori di tre referenziali fondamentali: il Quadro Comune Europeo di Riferimento per le Lingue (QCER), il Référentiel de Compétences de Communication Plurilingue en Intercompréhension (REFIC), e il Cadre de Référence pour les Approches Plurielles des Langues et des Cultures (CARAP). Le attività proposte includono lo scambio di informazioni, il confronto e l’analisi, e compiti collaborativi volti alla creazione di contenuti digitali. Particolare attenzione viene data inoltre alla riflessione metapragmatica in un’ottica interculturale e allo sviluppo di strategie di interproduzione e mediazione.
Plurilingual training for tourism professionals: methodological aspects and tasks for telecollaboration
This contribution aims to present a project for professionals in the tourism sector that combines oral intercomprehension with Teletandem. Additionally, it seeks to discuss the methodological choices that guided the creation of a task-based syllabus for language training in professional contexts and to provide operational tools to encourage teachers to experiment in the classroom with authentic and plurilingual communicative activities. The development of the syllabus was guided by the descriptors of three key frameworks: the Common European Framework of Reference for Languages (CEFR), the Référentiel de Compétences de Communication Plurilingue en Intercompréhension (REFIC), and the Cadre de Référence pour les Approches Plurielles des Langues et des Cultures (CARAP). The proposed activities include information exchange, comparison and analysis, and collaborative tasks aimed at creating digital content. Special emphasis is also placed on metapragmatic reflection from an intercultural perspective, as well as on the development of interproduction and mediation strategies.
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